v(a). planned program (summary)€¦ · patents listed 3. publications (standard general output...

2013 Texas A&M University and Prairie View A&M University Combined Research and Extension Annual Report of Accomplishmentsand Results - Life Skills for Youth (includes Character Education and Leadertship)

V(A). Planned Program (Summary)

1. Name of the Planned ProgramProgram # 12

Life Skills for Youth (includes Character Education and Leadertship)

Reporting on this Program

V(B). Program Knowledge Area(s)

1. Program Knowledge Areas and Percentage

KACode

Knowledge Area %1862Extension

%1890Extension

%1862Research

%1890Research

0%802 Human Development and Family Well-Being 0% 40% 0%

0%806 Youth Development 100% 60% 0%Total 0%100% 100% 0%

V(C). Planned Program (Inputs)1. Actual amount of FTE/SYs expended this Program

1862 1862

Extension

1890

Research

1890

Plan 65.0 0.00.07.0

Year: 2013

9.0 0.0 0.0197.3Actual Paid ProfessionalActual Volunteer 0.0 114.0 0.0 0.0

2. Actual dollars expended in this Program (includes Carryover Funds from previous years)

ResearchExtension

Smith-Lever 3b & 3c 1890 Extension Hatch Evans-Allen

1890 Matching

1890 All Other

1862 Matching

1862 All Other

1890 Matching

1890 All Other

1862 Matching

1862 All Other

2701597

2701597

22167803 0

306994

542330 0 0

0 0

0 0

V(D). Planned Program (Activity)1. Brief description of the Activity

05/13/2014 24Report Date of1Page


AgriLife ExtensionThis program is based on five learning experiences, of a minimum of 30 minutes each, tied to the work ofthe project for which they participate. Each project is experientially focused.Examples of activities includeworkshops, demonstrations, and hands-on experiences.

Numerous materials and support is provided by the Texas 4-H faculty to agents and specialists. Theseitems are used for implementation of projects and for professional development of staff. Use of volunteersis significant in enhancing and extending efforts to reach and provide youth with positive experiences.

Cooperative Extension Program4-H Youth development takes place in 29 Texas counties facilitated by extension agents with theCooperative Extension Program in partnership with community volunteers and agencies. There wereoutreach activities such as speeches, presentations, experiments on wind energy and water conservationas well as literature dissemination at local health fairs and other community events. Demonstrations andeducational enrichment were provided to youth in schools and afterschool programs in life skills, healthyliving, workforce development, and science exploration and discovery. Community clubs developed andpromoted life leadership skills and service to others in a context with caring adults. There were specialinterest project clubs in areas such as gardening and robotics. Youth maintained record books andpracticed in order to participate in contests such as food shows, soil judging, archery, public speaking, andlivestock shows on the county, district, state, and national levels. Special events like camps, conferences,and project-oriented days were also sponsored. The university and county extension websites, blogs,local newspapers, radio, Twitter, Facebook, newsletter, and reports were used to promote and highlightprogram successes.

2. Brief description of the target audience

AgriLife ExtensionAll youth of 4-H age are targeted for programs depending on location, issues identified by the localcommunities, and programs of interest.

Cooperative Extension ProgramLimited-resource youth, ages 9-19, and caring adults in urban and rural communities of29 Texas counties throughout the State were targeted for this program. Specialrecruitment efforts were marketed to parents, adults and other agencies for support andcollaboration to meet expected goals.3. How was eXtension used?

eXtension was not used per say. We do offer some volunteer development trainings on this topic andsome introduction 4-H Youth Development Program overviews on the site. Specifically, the South Region4-H Leaders have placed some information on this site for new employees and volunteers on the followingtopics: * Overview of 4-H Youth Development * Ages and Stages of Youth Development



* Volunteer Management * Youth Protection Standards

eXtension was used by CEP agents to answer questions from constituents in subjectareas where they lack knowledge, particularly when specialists lack expertise to supportthem or they were responsible for covering a program area that was not their primaryresponsibility due to a position vacancy in the county office.V(E). Planned Program (Outputs)

1. Standard output measures

Direct ContactsYouth

Direct ContactsAdults

Indirect ContactsAdults

Indirect ContactsYouth2013

176169 2664999 516712 0Actual

20130

2. Number of Patent Applications Submitted (Standard Research Output)Patent Applications Submitted

Actual:Year:

Patents listed

3. Publications (Standard General Output Measure)

Number of Peer Reviewed Publications

Extension Research Total2013

20 0 20Actual

V(F). State Defined Outputs

Output Target

Output #1

● # of group educational sessions conducted.

Output Measure

Year Actual2013 21953



Output #2

● # of youth that participate in educational activities and programs.

Output Measure

Not reporting on this Output for this Annual Report



V(G). State Defined Outcomes

V. State Defined Outcomes Table of Content

O. No. OUTCOME NAME

% of youth who increase knowledge of life skills concepts and practices.1

% of youth who report they have adopted life skills concepts and practices.2

% of youth who plan to pursue higher education interest or career interest as a result of theirproject work.3

% of youth who report abilities (skills) changed as a result of participation in charactereducation programs.4

% of youth who plan to adopt character practices as a result of participation in charactereducation programs.5

% of youth who report an increased knowledge of character education principles.6

% of 4-H club participants increasing knowledge of leadership skills.7

% of 4-H club participants applying leadership skills.8

# of new 4-H clubs established.9

# of outcome plans conducted by agents in leadership.10

% increase in competencies in job skills among limited resource youth.11

% increase knowledge of and inspiration to pursue entrepreneurship, green jobs, and/orSTEM careers among limited resource youth.12

% improvement in STEM skills and climate change mitigation practices among limitedresource youth.13

% increase in knowledge and skills necessary to practice health eating activity and healthylevels of physical activity.14

% increase in application of life skills, life leadership skills, and livelihood skills in and outsideof 4-H context.15



1. Outcome Measures

% of youth who increase knowledge of life skills concepts and practices.

Outcome #1

2. Associated Institution Types

● 1862 Extension● 1890 Extension

3a. Outcome Type:

Change in Knowledge Outcome Measure

3b. Quantitative Outcome

Year Actual

2013 50

3c. Qualitative Outcome or Impact Statement

Issue (Who cares and Why)The country's future rests with the youth of today. Our role is develop these youth intoresponsible citizens. The background of the 4-H youth Development Program is developing youthleaders of tomorrow through life skill development. This continues to happen through 4-Hcommunity clubs and 4-H project clubs.

What has been doneTexas 4-H Youth Development includes over 55,000 youth in over 2000 clubs in Texas. Throughthis experience, youth learn leadership, citizenship, and life skills through club meetings andproject experiences. Moreover, camps and additional leadership opportunities are provided toyouth develop life skills throughout the year.

Results* 81% said they know how to work on their attitude.* 72% said their knowledge increased on understanding the differences in others* 72% said their knowledge increased on how to respect others* 65% said their knowledge increased on goal setting* 64% said they understand how to better accept criticism

4. Associated Knowledge Areas

KA Code Knowledge Area806 Youth Development



1. Outcome Measures

% of youth who report they have adopted life skills concepts and practices.

Outcome #2



3a. Outcome Type:

Change in Action Outcome Measure


Year Actual

2013 80


Issue (Who cares and Why)AgriLife ExtensionThe country's future rests with the youth of today. Our role is develop these youth intoresponsible citizens. The background of the 4-H youth Development Program is developing youthleaders of tomorrow through life skill development. This continues to happen through 4-Hcommunity clubs and 4-H project clubs.

Cooperative Extension ProgramLife skills are central to CEP 4-H programming as they have been identified as a key resource forpositive, productive development of youth because it addresses what they must have to functionwell in society as they find it. In The Jacobs Foundation Guideline on Monitoring and EvaluatingLife Skills for Youth Development (2011), life skills is presented as a set of core adaptive andpositive attitudes, knowledge, and behaviors that enable young people to navigate the societalchallenges encountered in everyday living and deal adequately with developmental tasks. Moreand more youth have to deal with bullying. The 2009 National Youth Risk Behavior andIndicators of School Crime and Safety found that 20-33% of teens and nearly 50% of middleschool students had been bullied at school in the last year. The issue is so critical in Texas thatthrough two bills state legislatures mandated school districts to train students and schoolpersonnel in bullying prevention as well as implement a dating violence and disciplinemanagement policies.

What has been doneAgriLife ExtensionTexas 4-H Youth Development includes over 55,000 youth in over 2000 clubs in Texas. Throughthis experience, youth learn leadership, citizenship, and life skills through club meetings andproject experiences. Moreover, camps and additional leadership opportunities are provided to



youth develop life skills throughout the year.

Cooperative Extension ProgramCEP provided education to Youth and adults in nine counties on the subject of bullying centeredon five lessons from the the Take A Stand curriculum. Youth were taught how to positivelyresolve conflict and stand up against bullying. Parents were taught how to recognize signs ofbullying in their children. Teachers and after school providers were trained in how to implementthe curriculum.

ResultsAgriLife ExtensionAn evaluation study of 4-Hers was conducted and yielded the following: 4-Hers was conducted todetermine their career development and interest based on their 4-H experience.

* 96.0% agreed or strongly agreed that through 4-H, they have learned how to set goals.* 95.0% agreed or strongly agreed they have developed new skills and abilities through 4-H andcan apply them.* 96.0% agreed or strongly agreed that they can make better decisions with greater confidence.

Cooperative Extension ProgramCEP observed results as following:Of the 1218 survey respondent across 8 counties , many of the respondents changed theirbehavior or took action. After the program, 75% could control anger, 73% could accept theconsequences of violence, 65% can explain their point of view to others, 76% can listen to otherpoints of view, 60% can compromise to solve a conflict, 83% can respect others, 73% canpractice good manners, 80% are good team members, 71% can work with others to makedecisions, and 80% can respect the customs and traditions of others.



1. Outcome Measures

% of youth who plan to pursue higher education interest or career interest as a result of their projectwork.

Outcome #3



3a. Outcome Type:

Change in Condition Outcome Measure




Year Actual

2013 90


Issue (Who cares and Why)Career development and workforce development have been a significant priority for the Texas 4-H Youth Development Program. Over the last year, several research studies have beenconducted to determine where 4-H is regarding career development. This is a very importanttopic for the Program to ascertain and further develop for better retention and preparing youth forthe future.

What has been doneA research study conducted with almost 700 high school aged 4-Hers was conducted todetermine their career development and interest based on their 4-H experience.

Results* 97.3% agreed or strongly agreed that the 4-H learning experiences provided have made themsuccessful.* 96.0% agreed or strongly agreed the importance of making a career choice.* 96.0% agreed or strongly agreed that it is important to explore careers are an early age.* 94% agreed or strongly agreed that 4-H experiences have benefited them in future careerdecisions.



1. Outcome Measures

% of youth who report abilities (skills) changed as a result of participation in character educationprograms.

Outcome #4


● 1862 Extension



3a. Outcome Type:



Year Actual

2013 70


Issue (Who cares and Why)How others are treated, character education, ethical decisions, and anti-bullying are all significantprograms in Texas 4-H Youth Development. Currently, this topic is one of the three mostimportant educational content areas the Texas 4-H Program addresses.

What has been doneCharacter education is significant part of our youth livestock program. A statewide assessment isconducted on every 4-Her and FFAer that participates in the program. In addition, Take a Stand,an anti-bullying program targeting 3rd graders is conducted in schools statewide.

ResultsIn two years, the quality counts test (measuring knowledge eand skills of ethics and character)has been passed by 129,000 youth (4-Hers and FFAers).

* Quality Counts - 4-H Juniors - 85% testing score on questions regarding knowledge of six pillarsof character, decision making, and helping others.* Quality Counts 4-H Seniors - 74% testing score on questions regarding knowledge of six pillarsof character, decision making, and helping others.

Take a Stand - Qualitative Assessments with elementary youth have revealed strength inunderstanding differences in others.



1. Outcome Measures

% of youth who plan to adopt character practices as a result of participation in character educationprograms.

Outcome #5




● 1862 Extension

3a. Outcome Type:



Year Actual

2013 70



What has been doneCharacter education is significant part of our youth livestock program. A statewide assessment isconducted on every 4-Her and FFAer that participates in the program. In addition, Take a Stand,an anti-bullying program targeting 3rd graders is conducted in schools statewide.

ResultsIn two years, the quality counts test (measuring knowledge eand skills of ethics and character)has been passed by 129,000 youth (4-Hers and FFAers).

* Quality Counts - 4-H Juniors - 85% testing score on questions regarding skills regardingteamwork, applying the six pillars of character, and completing a decision making tree.* Quality Counts 4-H Seniors - 74% testing score on questions regarding skills regardingteamwork, applying the six pillars of character, and completing a decision making tree.

Take a Stand - Qualitative Assessments with elementary youth have revealed changes inteamwork and group orientation.





1. Outcome Measures

% of youth who report an increased knowledge of character education principles.

Outcome #6


● 1862 Extension

3a. Outcome Type:



Year Actual

2013 50



What has been doneCharacter education is significant part of our youth livestock program. A statewide assessment isconducted on every 4-Her and FFAer that participates in the program. In addition, Take a Stand,an anti-bullying program targeting 3rd graders is conducted in schools statewide

ResultsQuality Counts behavior changes noted:

* 99% said they will respect others in the show ring.* 98% will look for health problems in their projects* 98% will set personal goals for themselves* 97% will help others in the show ring* 97% will follow the directions on medication labels.

Take a Stand Pilot

* Almost all indicated Take A Stand K-2 positively changed youth who participated.* Almost all educators indicated students learned the difference between telling and tattling.* More than half indicated students began to use proper manners & show respect more oftentowards their fellow classmates and teachers.* More than half indicated Take A Stand K-2 students applied the teamwork, good sportsmanship,and sharing concepts more with their peers.





1. Outcome Measures

% of 4-H club participants increasing knowledge of leadership skills.

Outcome #7



3a. Outcome Type:



Year Actual

2013 25


Issue (Who cares and Why)AgriLife ExtensionLeadership is critically important to the future. In addition to life skill development, leadershipdevelopment is the next step in developing our youth.

Cooperative Extension ProgramSince its inception, 4-H has placed emphasis on the importance of young people being engaged,well-informed citizens. The core areas of citizenship are civic engagement, service, civiceducation, and leadership. Youth voice and self-determination are essential elements of positiveyouth development. Civic engagement provides a foundation that helps youth understand the?big picture? of life and find purpose and meaning. By connecting to their communities andcommunity leaders, youth understand their role in civic affairs and expand their role in decisionmaking processes.

What has been doneAgriLife ExtensionTexas 4-H Youth Development aims to teach leadership concepts through club and project work.Clubs have elected officers that all have responsibility and roles regarding parliamentaryprocedure, teamwork, relationship building, and communicating (to name a few). This is alsodone by programs like Leaders 4 Life.



Cooperative Extension ProgramIn Dallas County, 206 youth participated in a teen leadership development program to develop thesocial skills, leadership abilities, and service to the community.

ResultsAgriLife Extension* 29% increase in understanding of my strengths and things I need to work on to be a betterleader.* 23% increase in understanding responsibilities of being a leader.* 22.7% increase in understanding of public speaking* 22.3% increase in understanding of teamwork.* 18.7% increase in understanding of how to cooperate with others while working on a team.

Cooperative Extension ProgramThere were 80 of the 206 (39%) youth that completed the pre and post test.The results were asfollows: 96% agreed they were able to promote their own self-determination through the variousactivities and field trips offered (an increase from 38% pretest) and 88% agreed or stronglyagreed they were able to set goals and develop a plan (increase from 59% pretest). Somecomments from youth were, "I enjoyed being able to leave outside my zip code. If not for theprogram I probably never would have" and "The best part of the program was going to see thefarm animals down south. Who would have thought straight urban kids would play with farmanimals and like it."



1. Outcome Measures

% of 4-H club participants applying leadership skills.

Outcome #8



3a. Outcome Type:



Year Actual

2013 50




Issue (Who cares and Why)AgriLife ExtensionLeadership is critically important to the future. In addition to life skill development, leadershipdevelopment is the next step in developing our youth.

Cooperative Extension ProgramSince its inception, 4-H has placed emphasis on the importance of young people being engaged,well-informed citizens. The core areas of citizenship are civic engagement, service, civiceducation, and leadership. Youth voice and self-determination are essential elements of positiveyouth development. Civic engagement provides a foundation that helps youth understand the bigpicture of life and find purpose and meaning. By connecting to their communities and communityleaders, youth understand their role in civic affairs and expand their role in decision makingprocesses.

What has been doneAgriLife ExtensionClubs have elected officers that all have responsibility and roles regarding parliamentaryprocedure, teamwork, relationship building, and communicating (to name a few). This is alsodone by programs like Leaders 4 Life.

Cooperative Extension ProgramStudents worked the Soup Mobile to perform community service for the homeless, volunteered atthe Food Bank of North Texas, and planned a community festival in Dallas County. Communityservice in other counties included clearing a cemetery in Brazos County, rebuilding and painting aplayground in Bexar County, donating over 60 pairs of shoes to Edgewood ISD in Bexar County,cleaning an animal shelter in Cass County.

Results* 89.2% said, I am more comfortable working in a team because of what I have learned.* 88.2% said, I am more confident in my abilities as a leader because of what I have learned.* 88.0% said, I am more confident in making decisions because of what I have learned.* 87.3% said, I have learned information that will help be make better leadership decisions.* 86.1% said, I plan to implement any of the activities or ideas I learned at Leadership Lab in mycounty.* 84.8% said, I am more comfortable speaking with others because of what I have learned.* 73.0% said, I am more confident with public speaking because of what I have learned.





1. Outcome Measures

# of new 4-H clubs established.

Outcome #9



3a. Outcome Type:



Year Actual

2013 53


Issue (Who cares and Why)Youth today have many opportunities to participate in activities in their community. Our traditional4-H club experience can take almost all the time of youth that make the decision to be in theprogram. So, the Texas 4-H Youth Development Program implemented a new effort to promote ashorter-term experience to get more kids involved.

What has been doneTexas 4-H Youth Development implemented a new initiative to try and promote and develop newshorter-term clubs that would allow youth to participate in the 4-H experience and then move onto other activities. The concept was called SPIN (Special Interest Clubs)

Results53 new clubs have been started with SPIN in their club name for this 4-H year.





1. Outcome Measures

# of outcome plans conducted by agents in leadership.

Outcome #10



3a. Outcome Type:



Year Actual

2013 30


Issue (Who cares and Why)Leadership development happens best locally. Youth leadership programs that are conductedand evaluated locally provide the most meaningful outcomes because this development ishappening on-going throughout the year vs one shot camps and statewide programs.

What has been doneLeaders 4 Life, a new program that has been implemented statewide focused on teachingleadership principles to youth through local 4-H county councils. This program is now four yearsold and has reached the highest totals regarding educational reach.

Results* 97.5% believe that what they learned has given them the ability to make better leadershipdecisions.* 97.5% are more confident in serving in a leadership role.* 92.5% have developed or improved their teamwork skills.* 90.0% know how to be an effective communicator and good listener.* 87.5% can effectively participate in a business meeting using correct parliamentary procedure.





1. Outcome Measures

% increase in competencies in job skills among limited resource youth.

Outcome #11


● 1890 Extension

3a. Outcome Type:



Year Actual

2013 81


Issue (Who cares and Why)Employment trends in the 21st century are in Science, Technology, Engineering, and Math(STEM) careers and green jobs as indicated by the Workforce Investment Act. Findings from thefirst report of the STEM Workforce Data Project confirm there have persistently not been enoughpeople to fill these positions in the United States, called the skill gap or broken worker pipeline. Soeven though unemployment is extremely high, these positions remain vacant. Their third reportfinds, during the last decade, there has been limited improvement of minorities in STEMoccupations.

Engagement of minorities and limited-resource individuals in these careers is critical to thenation's success and sustainability. Failure to do so is creating a national crisis that willeventually have a crippling effect on the Texas economy- which leads the nation cattle and goatproduction, aeronautics, defense, healthcare, energy or oil, and computer technology. Youth,particularly those who are minority and/or in limited-resourced communities, have not beenadequately exposed and equipped to fill that gap and that is reflected in the extremely lowemployment rates. Therefore, it is important to provide youth with opportunities for earlyexposure, skill development, and practical application or mastery in science and related fields.

What has been doneThe Cooperative Extension Program in Harris County (Houston, TX) conducted workforcepreparation and youth development training offer strategies for employability that includes sixlessons. They cover the use of The Workforce solutions One ?Stop Web site that providesemployment, business, education, legislative, and financial information for all Texas residents. Allyouth are provided an employment hunting kit to aid them in learning how to properly prepare anapplication (paper and electronic) as well as write a cover letter and resume. Last participantsparticipate in mock interviews and dress for success workshops.



ResultsAll 210 participants were evaluated at the conclusion of each session. The following questionswere placed on a five point Likert scale which consists of before and after knowledge basedquestions. The ten questions were rated from 1-5 knowledge bases before and after retrorespective survey questions. Participants experienced the most growth in learning to have goodworking relationships with supervisors and coworkers and how to greet people/customers at work.Of the 210 participants, 170 (81%) students were placed and currently hold employment in thefields of dental technicians and medical assistances according to the placement director.


KA Code Knowledge Area802 Human Development and Family Well-Being806 Youth Development

1. Outcome Measures

% increase knowledge of and inspiration to pursue entrepreneurship, green jobs, and/or STEMcareers among limited resource youth.

Outcome #12


● 1890 Extension

3a. Outcome Type:



Year Actual

2013 60


Issue (Who cares and Why)The nation is facing declining proficiencies in science, engineering, and technology (SET) as wellas significant workforce shortages in these critical fields. The Nation's Report Card revealed thatonly 18% of US high school seniors were deemed proficient in science in 2005, representing a0% proficiency growth since 2000. Statistics for minority students show an even more dramaticdisparity. Too many of our nation's young people do not have the science, engineering andtechnology skills needed for careers in the 21st century. Informal community based educationprograms can be utilized to address the emerging issues of youth science literacy crisis.

What has been doneThe Cooperative Extension Program facilitated demonstrations, experiments, field trips and other



hands-on learning in science in Dallas and Harris Counties. More than 360 youth participated inrobotics and food science. In the robotics program, teams of youth applied math, technology, andproblem solving skills to address the issue of food deserts in competition. The other scienceprogram focused on developing the science literacy of participants through experiments.

ResultsOf the 150 participants in Dallas county, 78% agreed or strong agreed that a career in a STEMfield was plausible or possible for them. After the program, 100% agreed or strongly agreed (a22% increase). In the Harris county program, 123 of the 210 (60%) of the respondents indicatedthey were interested in a career in science during a post-test.



1. Outcome Measures

% improvement in STEM skills and climate change mitigation practices among limited resourceyouth.

Outcome #13


● 1890 Extension

3a. Outcome Type:



Year Actual

2013 83


Issue (Who cares and Why)The nation is facing declining proficiencies in science, engineering, and technology (SET) as wellas significant workforce shortages in these critical fields. The Nation's Report Card revealed thatonly 18% of US high school seniors were deemed proficient in science in 2005, representing a0% proficiency growth since 2000. Statistics for minority students show an even more dramaticdisparity. Too many of our nation's young people do not have the science, engineering andtechnology skills needed for careers in the 21st century. Informal community based educationprograms can be utilized to address the emerging issues of youth science literacy crisis.

According to the Environmental Protection Agency website, climate change may negatively affect



coastal states like Texas in many ways as they sensitive to rising sea levels and atmosphericconcentrations of carbon dioxide changes in the frequency and intensity of storms, increases inprecipitation, and warmer ocean temperatures. Water conservation has been identified as anissue for Tarrant County (Dallas/Fort Worth) since 1999 through the Texas Community FuturesForum issue identification process. The continuing drought trends across the state of Texas haveincreased the need for citizens to be educated about water, where it comes from, its uses andhow it can be conserved and protected.

What has been doneThe Cooperative Extension Program facilitated demonstrations, experiments, field trips and otherhands-on learning in science through robotics, food science, water education, and animal scienceprograms in Harris, Dallas, Tarrant, and El Paso Counties. The Youth Water program used thestream trailer and Enviro Scape Watershed model to educate youth about water quality andconservation at school or community events. In the robotics program, teams of youth and appliedmath, technology, and problem solving skills to address the issue of food deserts in competition.Other science programs focused on developing the agricultural literacy of participants throughanimal and food science experiments.

ResultsIn Tarrant County's Youth Water education program, there was a 17.8% for 14 of the 32respondents in belief among participants that water conservation should be practiced byeveryone. Other changes were in knowledge of erosion and the earth?s surface water and waysto prevent or protect it. In Dallas County's science program, of the 57 respondents there was a29% in the youth?s ability to understand how science affects their life. Behavior changes includedincreases in their ability to use observation skills, record data, and analyze results from a scienceexperiment (46%) and ability to apply the scientific method to solve problems in and out of theclassroom (77%). Findings from the 210 youth survey in the Harris County Agribotics programsindicate that there were 76.1% and 82.6% increases respectively in their ability to question thingsusing the scientific method and to develop a hypothesis to test a theory or idea.



1. Outcome Measures

% increase in knowledge and skills necessary to practice health eating activity and healthy levels ofphysical activity.

Outcome #14




● 1890 Extension

3a. Outcome Type:



Year Actual

2013 90


Issue (Who cares and Why)According to Feeding America, data from 2011 indicate that Texas (at 18.5%) is among the topthree food insecure states in the nation. Twenty-two percent of Texas children under age eighteenare food insecure?the highest rate of any state in the country. Texas is also ranked seventh inthe nation with a child obesity rate of 20.4 percent. According to the 2011 Youth Risk BehaviorSurvey, conducted by the Centers for Disease Control and Prevention, Texas youth continue toengage in behaviors that do not contribute to a healthy lifestyle.

What has been doneThe Eat 4-Health program mobilized underserved youth and their adult leaders provide leadershipand take action around nutritional deficiencies, healthy food choices, and physical activity in eightcounties. A statewide training was provided for 132 youth participants and 32 adult leaders whereparticipants were engaged in hands on learning experiences in leadership, curriculum facilitation,presentation skills, and program planning. Participants returned to their county to recruit and trainadditional youth and adult healthy living ambassadors, conduct events to kick off healthy livingcampaigns in their communities, and complete community service and educational sessions.Funding was provided by WalMart through the National 4-H Council.

ResultsHealthy Living Common Measure surveys were administered as part of the Eat 4-Health grant.Those results have not yet been tabulated, but will be entered into a national database. Therewere 553 additional surveys collected. Based on 109 responses from youth ages 13 to 19 at thestatewide healthy living ambassadors training, participants reported increased knowledge gains inall five areas measured. The greatest level of knowledge gains were made in the participantsunderstanding of nutrition values (44.8%) and effects of sugary drinks (39.1%). The lowest areaof knowledge gain occurred in understanding of physical activity importance (17.7%). In CameronCounty, 319 respondents in grades 3 through 5 over 90% increased their knowledge of the foodsthey should eat daily, why it's important to eat a healthy diet, and how to make healthy foodchoices. Participants also changed behaviors to drink more water (90%), eat more fruits/vegetables and whole grains (78% and 80.2% respectively), and consume less junk food (60%).Nearly 70% of them encouraged their family and friends to eat meals together. Similarly in FortBend County, 85% of 125 youth participants ages 10 to 12 indicated they would do thingsdifferently because of what they learned. The greatest knowledge gains were in understanding MyPyramid (56%), how to create a menu (52%), the functions of fat (51%), and how to recognize faddiets.





1. Outcome Measures

% increase in application of life skills, life leadership skills, and livelihood skills in and outside of 4-Hcontext.

Outcome #15


● 1890 Extension

3a. Outcome Type:



Year Actual

2013 77


Issue (Who cares and Why)Life skills are central to CEP 4-H programming as they have been identified as a key resource forpositive, productive development of youth because it addresses what they must have to functionwell in society as they find it. In The Jacobs Foundation Guideline on Monitoring and EvaluatingLife Skills for Youth Development (2011), life skills is presented as a set of core adaptive andpositive attitudes, knowledge, and behaviors that enable young people to navigate the societalchallenges encountered in everyday living and deal adequately with developmental tasks.According to UNICEF (2002), they can be applied to actions directed at the self, other people, orthe local environment. So they are important for helping youth shape the world and not just copewith it. They empower youth to take steps that promote health, positive social relationships, andcontribute to society. The core areas of life skills are social and interpersonal skills, cognitiveskills, emotional coping skills, life leadership skills, technical skills, livelihood skills, civicengagement, and service.

What has been doneEducational outcome programs were conducted in at least eight counties throughout the state topromote the development of life, leadership, and livelihood skills in the areas of science, healthyliving, and citizenship for youth participants.

Results



There was an average increase of 77% in healthy eating and physical activity among the444 participants surveyed in Cameron and Fort Bend Counties. There was an average increaseof 73% among the 1468 participants surveyed in pro social behaviors such as listening,controlling anger, and resolving conflict positively in Bexar, Brazos, Cameron, Dallas, Fort Bend,Harris, Tarrant, and Travis Counties. In science there was an average increase of 77% amongthe 267 respondents in their ability to apply the scientific method to inquire and solve problems inand outside the classroom in Cass, Dallas, Harris, and Tarrant Counties.



V(H). Planned Program (External Factors)

External factors which affected outcomes● Appropriations changes

● Competing Public priorities

● Competing Programmatic Challenges

● Populations changes (immigration, new cultural groupings, etc.)

Brief Explanation

All intended objectives and goals were met. We are working to build the SPIN 4-H Club concept andexpect this to grow.

V(I). Planned Program (Evaluation Studies)

Evaluation Results

The results offered in this document are pulled from county, district, and statewide evaluations andaggregated as best possible to answer these questions. The focus agency wide is outcomemeasures (knowledge, skills, behaviors) as indicated in this document.

Key Items of Evaluation

Youth Leadership, life skill development, career workforce development


v(a). planned program (summary)€¦ · patents listed 3. publications (standard general output...

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